scholarly journals The Development of “Asian Academic Credits” as an Aligned Credit Transfer System in Asian Higher Education

2019 ◽  
Vol 24 (2) ◽  
pp. 167-189
Author(s):  
Taiji Hotta
Keyword(s):  
Higher Education ◽  
Asian Countries ◽  
New Era ◽  
Credit Transfer ◽  
Academic Credit ◽  
Asian Region ◽  
Current Trends ◽  
Harmonization Process ◽  
Innovative Learning ◽  
Academic Credits

During the last two decades, Asian countries have attempted to establish several aligned academic credit systems as part of the harmonization process of their higher education systems. However, these systems have not been widely used among universities in the Asian region. This article analyzes the current trends in credit-related governmental regulations and university systems in 24 Asian countries and territories. Moreover, it asserts the concept of “Asian Academic Credits,” (hereafter, AACs) as a new widely effective aligned system of academic credit transfer within Asia and also with other regionally aligned credit systems in the world. AACs can serve as one of the vital components for a new era of Asian higher education that provides a regionally aligned, flexible, and innovative learning environment for students throughout the entire Asian region.

scholarly journals Student Workload and Degree Profiles: the experience of CLAR credit in Latin America

2014 ◽  
Vol 1 (1) ◽  
pp. 165 ◽  
Author(s):  
Francisco Alarcón ◽  
Pablo Beneitone ◽  
Roberto de Armas ◽  
Sérgio Kieling Franco ◽  
Letícia Suñé ◽  
...  
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Learning Outcomes ◽  
Latin American ◽  
Full Time ◽  
Credit System ◽  
Academic Credit ◽  
Student Workload ◽  
Academic Credits ◽  
Academic Year

There is growing consensus in Latin America on the necessity to reorganize the degree profiles in a competence-based and student-centred system, with identified learning outcomes, innovative learning and teaching strategies, and new methodologies for assessing competences which could be useful for students. There is also agreement on the need to build up a solid Latin America Higher Education Area —based on common benchmarks—among which a shared regional academic credit system is highly relevant. Not all Latin American higher education institutions are familiar with an academic credit system. In the countries where academic credits do exist they are generally based on traditional views which focus on teaching and transmission, rest on different concepts and definitions and consider diverse scopes for their application. With few exceptions, these countries do not use a credit system as a unit of measure of student workload to achieve learning outcomes and competences. This paper sheds light on a proposal for a common academic credit system for Latin America (CLAR) which comes out of one of the many nuances of Tuning discussion and is referred to the expected outcome 6: “Political-and educational orientations for the establishment of a system of academic credits for Latin America” (Proyecto Alfa Tuning América Latina: Innovación Educativa y Social, 2011-2013). The new credit system that this paper advocates for Latin America is based on the principle that 60 credits measure the workload of a full-time student during one academic year. As such, a CLAR credit is conceived as a unit of value that estimates the student workload, measured in hours, which he/she typically requires to achieve learning outcomes and pass a course or a semester. In order to calculate the value of CLAR credit two elements are considered: the duration of the academic year and the annual student workload. To estimate the annual student workload, a specific survey was applied in 18 countries, 189 universities and 15 subject areas. This paper shows the major results that were brought out by 10,086 questionnaires, which were responded to by students and university professors. As a result of this survey, the student workload of a full-time study programme in Latin America amounts to around 1,440 to 1,980 hours per year and in those cases one credit stands for around 24 to 33 working hours.

Measuring Student Success in an Era of Heightened Accountability and Big Data

2020 ◽  
pp. 118-139
Author(s):  
Jennifer L. Ivie
Keyword(s):  
Higher Education ◽  
United States ◽  
Big Data ◽  
Student Success ◽  
The United States ◽  
New Era ◽  
Higher Education System ◽  
Funding Sources ◽  
Current Trends ◽  
The U.S

Higher education in the United States has been called to the mat to prove the return on investment by students, taxpayers, governments, and other funding sources. This call for accountability requires the use of “big” data to demonstrate student success, continuous improvement, and stewardship. However, using big data in the U.S. higher education system is still a newer concept. The available research and tools for this work is growing as institutions embrace this new era. This chapter explores the use of big data in higher education in the United States through the framework of the historical perspective, current trends, and changing needs and demographics of the nation.

scholarly journals Higher education and food waste: assessing current trends

2021 ◽  
pp. 1-11
Author(s):  
Walter Leal Filho ◽  
Amanda Lange Salvia ◽  
Brittany Davis ◽  
Markus Will ◽  
Sara Moggi
Keyword(s):  
Higher Education ◽  
Food Waste ◽  
Current Trends

scholarly journals Teaching innovations in Asian higher education: perspectives of educators

2018 ◽  
Vol 13 (2) ◽  
pp. 179-190 ◽  
Author(s):  
T.M. Wong
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
The Other ◽  
Asian Countries ◽  
Structured Interviews ◽  
Content Type ◽  
Advanced Technologies ◽  
The Many

Purpose The purpose of this paper is to identify the teaching innovations that have been implemented in higher education institutions in Asia and the perspectives of educators on them. Design/methodology/approach Semi-structured interviews were conducted with 28 educators who were affiliated with 23 higher education institutions in ten Asian countries/regions. The interviews covered information about the teaching innovations of the participants’ institutions, the characteristics of the innovative practices and the participants’ views on them. The relationships between the characteristics of institutions and their teaching innovations were also examined. Findings The results showed that the teaching innovations included two main categories, namely, those which involved the use of advanced technologies and those which did not. The innovations that involved the use of advanced technologies were mainly from larger institutions, while the other category was mainly from smaller ones and had been practised for less than 1.5 years. Differences were also identified between the two categories in terms of the aims and importance of innovations, innovative features, the evaluation of innovations and improvements needed for them. Originality/value The results highlighted that technology is only one of the many aspects of teaching innovations, which is different from the view prevailing in the literature. They also suggested that differences in the scale of institutions (in terms of number of students) possibly influences the kind of teaching innovations adopted.

scholarly journals Faxian’s Biography and His Contributions to Asian Buddhist Culture: Latest Textual Analysis

2015 ◽  
Vol 8 (1) ◽  
pp. 38 ◽  
Author(s):  
Xican Li
Keyword(s):  
Textual Analysis ◽  
Literature Survey ◽  
Shanxi Province ◽  
Accurate Information ◽  
Asian Countries ◽  
New Era ◽  
Ancient India ◽  
Jin Dynasty ◽  
The Poor ◽  
Buddhist Culture

<p class="1Body">To provide more updated and accurate information on Faxian, an eminent monk of ancient China’s Jin Dynasty (266–421 CE), the present study conducts a literature survey to analyze his native region. It is found that Faxian was actually born in modern Linfen City in Shanxi Province, not Xiangyuan County as previously described. In his childhood, he became a novice monk and was compassionate toward the poor. To search out and collect Buddhist scriptures, Faxian undertook a westward pilgrimage to India from 399 to 412 CE. During this hard and dangerous pilgrimage, Faxian burst into tears three times. Finally, he succeeded in bringing a trove of Buddhist scriptures back to China from India. For the rest of his life, along with Buddhabhadra, he was engaged in translating Buddhist scriptures into Chinese. These translated scriptures were highly beneficial for Chinese Buddhism, especially the precepts (sila-vinaya) and Mahāyāna works. Faxian himself is demonstrated to have been a Mahāyāna Buddhist follower. His pilgrimage experience was recorded in his work “Record of Buddhist Kingdoms”, which provides important information about ancient Asian kingdoms. Faxian’s story promoted Asian tourism relevant to Buddhist culture. As a pioneer in the 4<sup>th</sup> century, Faxian started a new era of westbound pilgrimage to ancient India, including the similar pilgrimages of Xuanzang and Yijing in the 7<sup>th</sup> century. Even today, Faxian continues to strengthen friendship among Asian countries.</p>

Editorial: A New Era in Higher Education?

2009 ◽  
Vol 2 (5) ◽  
pp. 257-258
Author(s):  
Peter Bardaglio ◽  
Andrea Putman
Keyword(s):  
Higher Education ◽  
New Era

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

scholarly journals The Role of the United States and The “Asian Solution” Approach in the Malaysia-Indonesia Confrontation (1963-1966)

2020 ◽  
Author(s):  
Rohani Hj Ab Ghani ◽  
Zulhilmi Paidi
Keyword(s):  
United States ◽  
Cold War ◽  
The United States ◽  
Asian Countries ◽  
Power Struggle ◽  
Solution Approach ◽  
Major Powers ◽  
Asian Region ◽  
The U.S

The Indonesia-Malaysia confrontation between 1963-1966 was an important event attracting the attention of politicians and scholars alike as the conflict had threatened the long existing relations between the two countries. Indonesian confrontation with Malaysia was due to its refusal to accept the formation of the new federation of Malaysia, founded on 16th September 1963. Sukarno’s confrontational stand on this had broken the long-standing sentiments of regional brotherhood or “saudara serumpun” that had nurtured between the two countries for many years. The conflict also saw the involvement of major powers like the United States (U.S.), Britain, China and Russia in the midst of bipolar power struggle between the communist and the anti-communist as part of the ongoing Cold War. The three years of confrontation witnessed great attempts at peace efforts by U.S. Although U.S. involvement in the conflict was merely as a moderator for both countries it was also fueled by its efforts of containment of communism in the Southeast Asian region. The U.S. viewed that the conflict should be resolved in the context of “Asian solution” as it involved two Asian countries A settlement to the Malaysia-Indonesia confrontation was finally achieved through the Bangkok Agreement, signed in August 1966. This paper discusses the role of U.S. in its attempts at finding an amicable settle to the confrontation in the form of “Asian solution.”  

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